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<body lang=ZH-CN style='tab-interval:21.0pt;word-wrap:break-word;text-justify-trim:
punctuation'>

<div class=WordSection1 style='layout-grid:15.6pt'>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>名词</span></b><b><span lang=EN-US
style='font-size:7.5pt'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>高等教育心理学 </span></b><span
style='font-size:7.5pt;font-family:宋体'>研究学校情境中学生的学与教师的教的基本心理规律的科学<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>高等教育心理学研究领域 </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>高等教育心理学的学科基础、高等学校的教学心理、高等学校的德育心理、高等学校的心理健康教育、高等学校大学生就业心理指导、高等学校教师心理与高等学校教师教学心理。</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>心理发展 </span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>指个体从出生到成年期间所发生的积极变化。（认知发展和社会性发展）</span><b><span lang=EN-US
style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b><span
style='font-size:7.5pt;font-family:黑体'>学习概念（广义、狭义）</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>广义学习</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt'> </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>指人和动物在生活过程中，通过实践和训练获得，由经验而引起的比较持久的心理和行为变化的过程。<b
style='mso-bidi-font-weight:normal'>狭义学习</b></span><b style='mso-bidi-font-weight:
normal'><span style='font-size:7.5pt'> </span></b><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>专指学生学习，是指学生在教师的指导下，有目的、有计划、有组织、系统地掌握前人积累的知识、技能、发展智力和能力，培养个性和思想品德的过程。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>学习动机</span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>激发个体进行学习活动、维持已引起的学习活动，并使学习行为朝向一定学习目标的一种内在过程或内部心理状态。</span><span
lang=EN-US style='font-size:7.5pt;font-family:黑体;mso-bidi-font-weight:bold'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体;background:yellow;mso-highlight:yellow'>耶基斯<span
lang=EN-US>——</span>多德森定律 </span></b><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
background:yellow;mso-highlight:yellow'>最佳的动机激发水平与任务的难度有关：任务较容易，最佳的动机激发水平较高；任务越困难，最佳的动机激发水平越低；而任务难度中等时，最佳动机激发水平适中。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>认知内驱力 </span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>是一种要求理解事物、掌握知识、系统地阐述并解决问题的需要。它以求知为目标，从知识的获得上得到满足。这种内驱力主要是从人类原始的好奇心和探究欲中派生出来的</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>自我提高内驱力 </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>个体由自己的学业成就而获得相应的地位和威望的需要。其把学业成就看作是赢得地位和自尊的根源。它是一种间接的学习需要，属于外部动机。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b><span
style='font-size:7.5pt;font-family:黑体'>成就动机 </span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>在人的成就需要的基础上产生的，它是激励个体乐于从事自己认为重要的或有价值的工作，并且力求获得成功的一种内在驱动力。在学习活动中，成就动机是一种主要的学习动机。个体成就动机可以分为力求成功的动机和避免失败的动机。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>自我效能感 </span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>自我效能感是指个人根据以往的经验，对某一特定工作或任务，<span style='background:yellow;
mso-highlight:yellow'>经多次成败的历练后</span>，确信自己有能力成功处理的主观判断。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>附属内驱力 </span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>个体为了获得长者（如教师、家长等）的赞许和同伴的接纳而表现出来的把工作、学习搞好的一种需要。</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>习得性无助 <span
style='mso-spacerun:yes'>&nbsp;</span></span></b><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>由于一系列的失败经验而产生的无能为力的绝望心境。</span><b><span lang=EN-US
style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>知识概念及分类（名词） 知识 </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>广义的知识是指个人所获得的学习结果，包括陈述性知识、程序性知识和策略性知识。狭义的知识即陈述性知识，也成为言语信息，即个体所获得的信息及其意义。</span><span
class=GramE><b><span style='font-size:7.5pt;font-family:黑体'>陈述性知识</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>陈述性知识</span></span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>是关于世界的事实性知识。个人具有有意识的提取线索，因而能直接陈述的知识。是关于</span><span
lang=EN-US style='font-size:7.5pt'>“</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>是什么</span><span lang=EN-US style='font-size:7.5pt'>”</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>、</span><span lang=EN-US
style='font-size:7.5pt'>“</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>为什么</span><span
lang=EN-US style='font-size:7.5pt'>”</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>的知识。陈述性知识一般通过记忆获得，可以称为记忆性知识或语义知识</span><span
style='font-size:7.5pt'> </span><b><span style='font-size:7.5pt;font-family:
黑体'>程序性知识 </span></b><span style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:
"Times New Roman";mso-hansi-font-family:"Times New Roman"'>是个人没有有意识提取线索，只能借助某种作业形式间接推论其存在的知识。而不能满足于仅仅能陈述的状态。</span><b><span
style='font-size:7.5pt;font-family:黑体'>策略性知识 </span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>是一套办事的操作步骤。是关于</span><span lang=EN-US style='font-size:7.5pt'>“</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>怎么办</span><span lang=EN-US
style='font-size:7.5pt'>”</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>的知识，实际是技能；策略性知识是指是一类运用规则对内调控自己的认知加工活动的程序性知识。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>奥苏伯尔认知同化论（上、下、并）先行组织者（名词或简答或论述）<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>同化论 </span></b><span style='font-size:
7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>奥苏伯尔用来解释新知识习得的机制，即认知结构建立和重组的过程的理论，该理论认为，新知识的习得是学习者原有<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>认知结构将某种外部材料接纳、吸收、合并成自身一部分，组织新的认知结构后的过程<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>先行组织者</span></b><span style='font-size:
7.5pt;font-family:宋体;mso-bidi-font-weight:bold'> 是指先于学习任务本身呈现的一种引导性材料，它与将要学习的内容相比，具有较高的抽象、概括和综合水平，并且能使原有认知结构中的有关观念与新的学习内容建立联系。分为：陈述组织者和比较性组织者。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>三种同化模式（上位学习，下位学习，并列结合学习）<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>下位学习</span></b><span
style='font-size:7.5pt'> </span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>如果认知结构中原有的有关概念在包容和概括水平上高于新学习的知识，新知识与旧知识所构成的这种关系是一种类属关系，称这种学习为下位学习。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>上位学习</span></b><span
style='font-size:7.5pt'> </span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>当认知结构中已经形成了几个概念，在这几个原有概念的基础上学习一个包容程度更高的命题时，称为上位学习。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>并列结合学习</span></b><span
style='font-size:7.5pt'> </span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>当新的命题与认知结构中的原有特殊概念既不能产生从属关系，又不能产生总括关系时，它们在学习中可能产生联合意义，这种学习称为并列结合学习。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>教师角色</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt'> </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>教师自身和社会包括国家、<a name="_GoBack"></a>学校、家长和学生等对教师群体行为模式的一系列期望，教师既是一种社会角色，又是这一角色的承担者。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>教育机智</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt'> </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>指教师对学生活动的敏感性，以及能根据新的、意外的情况快速地<span
class=GramE>作出</span>反应，果断采取恰当的教育和教学措施的能力。</span><span lang=EN-US
style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>教师威信</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt'> </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>是因教师本人的人格特性而令学生尊重和信服的精神感召力量，是教师对学生在心理上和行为上所产生的一种崇高的影响力，是指德才兼备的人通过一贯的言行表现出的优良品质，受到众人的尊敬和信赖。</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>教学监控 </span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>是指在教学活动中教师为了达到预期目的，对教学全过程进行积极主动地计划、检查、评价、反馈、控制和调节而采取得教学谋略或措施。</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>教学反思 </span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>是指教师以自己的教学活动过程为思考对象，对自己所做出的行为、决策以及由此产生的结果进行审视和分析的过程</span><span
style='mso-bidi-font-size:10.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>。</span><b><span lang=EN-US
style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>教学评价 </span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>指学校中用于测量教师的教学和学生学习的所有方法，包括教学检查、随堂测验、期末考试、出勤情况、课堂表现等。</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>学习概念（选择及名词）是由经验或练习而导致的行为潜能的较为持久的变化<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>迁移的基本概念（正、负，顺、逆，纵向与横向）（选择）<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>学习迁移</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt'> </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>也称训练迁移，是指在一种情境中获得的技能、知识或形成的态度对另外一种情境中技能、知识的获得或态度的形成的影响，实质是一种学习对另一种学习的影响。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>特殊迁移与一般迁移</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt'> </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>特殊迁移是具体知识和技能的迁移，这种具体的知识和技能的迁移范围较小；一般迁移是指一般概念、原理和态度的迁移，这种观念或态度的迁移范围较大。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>横向迁移与纵向迁移</span></b><span
style='font-size:7.5pt'> </span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>横向迁移又称</span><span
lang=EN-US style='font-size:7.5pt'>“</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>水平迁移</span><span lang=EN-US style='font-size:7.5pt'>”</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>，是指先前学习向在难度大体相似而又不同的后继学习发生的迁移，是指知识、技能在相同水平上的迁移；纵向迁移又称</span><span
lang=EN-US style='font-size:7.5pt'>“</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>垂直迁移</span><span lang=EN-US style='font-size:7.5pt'>”</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>、</span><span lang=EN-US
style='font-size:7.5pt'>“</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>累积迁移</span><span
lang=EN-US style='font-size:7.5pt'>”</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>，是指先前学习向不同水平的后继学习（更高级的学习）发生的迁移，是由简单的知识和技能学习向复杂的知识和技能学习的迁移，是低水平技能向高水平的迁移。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>顺向迁移与逆向迁移</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt'> </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>顺向迁移是指先前学习对后继学习的影响；逆向迁移是指后继学习对先前学习的影响。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>正迁移、负迁移和零迁移</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt'> </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>正迁移是指先前学习对后继学习的积极影响；负迁移是指先前学习对后继学习的消极影响，凡是一种学习对另一种学习起干扰作用或抑制作用称为负迁移；零迁移是一种学习对另一种学习没有产生任何影响。</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>迁移理论（谁提出哪个流派）（选择）<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>形式训练说</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt'> </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>是对迁移现象进行的最早、<span class=GramE>最</span>系统的研究，该学说的心理学基础是欧洲从古代到近代一直比较流行的官能心理学。形式训练与迁移有关，可以把它作为学习必要的技能和知识的方法。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>相同要素说</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt'> </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>又叫共同要素说，是由美国<span class=GramE>心理学家桑代克</span>和伍德沃斯提出的。共同要素说认为，只有当学习情境和迁移测验情境存在共同成分时，一种学习才能影响另外一种学习，即产生迁移。相同要素越多，迁移效果越好。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>经验<span
class=GramE>类化说</span></span></b><b style='mso-bidi-font-weight:normal'><span
style='font-size:7.5pt'> </span></b><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>又<span
class=GramE>称经验</span>泛化说或概括原理说，是美国心理学家贾德基提出的。概括化理论强调原则的类推和应用，并不重视两种学习之间是否具有完全相同的因素。通过概括化而产生迁移的前提是学会原理、原则，这与学习材料的性质以及学生的能力因素密切相关，原则的概括存在较大年龄差异。因而，概括化理论对学习迁移的解释是有限制的。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>关系转换说</span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt'> </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>是格式塔心理学家提出的迁移观点。其基本观点是强调行为和经验的整体性，并且认为</span><span
lang=EN-US style='font-size:7.5pt'>“</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>顿悟</span><span lang=EN-US style='font-size:7.5pt'>”</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>关系是学习迁移的一个决定因素。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>学习定势说</span></b><span
style='font-size:7.5pt'> </span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>是由哈洛提出。学习定势说认为先前学习对后继同类学习或<span
class=GramE>类似学习</span>的影响，是由在先前学习中所形成的学习定势造成的。学习定势实质上是先前习得的态度倾向对解决新问题的影响，这种影响可能是积极的，也可能是消极的。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>经验整合说</span></b><span
style='font-size:7.5pt'> </span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>是由我国心理学家冯忠良教授在吸收前人研究成果的基础上，创造性地提出的一种学习迁移理论，其认为学习迁移的过程就是一个经验的整合过程。经验整合的实质就是要构建一种一体化、网络化的心理结构。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><span
lang=EN-US style='font-size:7.5pt'><o:p>&nbsp;</o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>认知策略 </span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman";mso-bidi-font-weight:bold'>指运用符号对内调控的能力。即个体用来指导自己的注意、知觉、学习、记忆和思维等内部认知过程的能力。它是学习如何学习。既是学习的条件，自身又是学习的结果。④动作技能。指习得的，平稳而流畅，精确而适时的操作动作能力。</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>元认知概念（名词）</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>是指个体认知到自己的认知过程和结果策略，它反映着个体对自己在学习过程中采用哪些策略、如何运用这些策略、这些策略的效果如何以及何时运用何种策略的清醒意识</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>表征（命题网络、产生式）（选择）<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>表征</span></b><span style='font-size:
7.5pt;mso-bidi-font-weight:bold'> </span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman";mso-bidi-font-weight:bold'>信息在头脑中的记载与呈现方式</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'>,<o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>命题网络</span></b><span style='font-size:
7.5pt;mso-bidi-font-weight:bold'> </span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman";mso-bidi-font-weight:bold'>命题与命题之间有共同成分，这种共同成分通过一定的动词、名词或介词等关联词语连接起来便构成了命题网络。事件的抽象意义信息就是以命题网络的形式储存在人的记忆中。命题之间的联系方式有并联、关联和补充三种。</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>产生式</span></b><span style='font-size:
7.5pt;mso-bidi-font-weight:bold'> </span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman";mso-bidi-font-weight:bold'>是一种以</span><span lang=EN-US
style='font-size:7.5pt;mso-bidi-font-weight:bold'>“</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>如果</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'>/</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>则</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'>”</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>形式编码的</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'>“</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>条件</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'>—</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>行动</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'>” </span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>规则，是描述个体内部认知活动过程的重要手段，具有鲜明的目的性。</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'><o:p></o:p></span></p>

<p class=MsoNormal><b><span style='font-size:7.5pt;font-family:黑体'>记忆分类（选择）</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>瞬间记忆（</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'>0.25-2</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>秒），短时记忆（</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'>5</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>秒</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'>-2</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>分），长时记忆</span><span
style='font-size:7.5pt;mso-bidi-font-weight:bold'> <span lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>算法式策略</span></b><span style='font-size:
7.5pt;mso-bidi-font-weight:bold'> </span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman";mso-bidi-font-weight:bold'>是一种按逻辑解决问题的策略。因此它是一套解题的规则，它能精确地指明解题的步骤，是一定能使人得正确答案的特定程序。</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>启法式策略：</span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman";mso-bidi-font-weight:bold'>是人根据一定经验</span><span lang=EN-US
style='font-size:7.5pt;mso-bidi-font-weight:bold'>,</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";mso-bidi-font-weight:bold'>采用较少的操作来解决问题的方法。人们在解决问题时候往往依靠启发式策略。它不能完全保证问题解决的成功，但它省时省力。</span><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'><o:p></o:p></span></p>

<p class=MsoNormal style='margin-left:18.0pt;layout-grid-mode:char;mso-layout-grid-align:
none'><span lang=EN-US style='font-size:7.5pt;mso-bidi-font-weight:bold'><o:p>&nbsp;</o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>问答题：<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>大学生的认知发展特点<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>特点</span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman";mso-bidi-font-weight:bold'>：大学生认识发展特点主要表现在注意力，观察力，记忆力，想象能力和思维能力的发展等方面。观察力发展特点：观察力目的性、自觉性显著提高（专业角度），观察具有准确性和深刻性，具有坚持性和敏锐性；记忆力发展特点：意义记忆占主导地位，敏捷性和准备性迅速增强，持久性和准确性显著提高；想象力发展特点：想象具有一定的现实性，目的明确，内容丰富，创造性显著增强；思维力发展特点：理论型逻辑思维和辩证逻辑思维逐渐占主导地位，创造性思维有了明显的发展，思维的独立性和批判性进一步增强，广阔性和深刻性显著提高。</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>大学生社会性发展的特点<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>大学生社会性的发展主要是大学生情感，意志，自我意识和人生观的发展。情绪发展特点：大学生情绪情感的两极性，稳定性和波动性，丰富性和复杂性，阶段性和层次性，爱情逐渐成为情感体验的重要方面，大学生的高级情感日趋成熟稳定；意志发展特点：自觉性普遍有所提高，但还存在惰性，理智成分大大增强，但自制力仍显薄弱，有勇敢精神，但毅力相对不足，独立性明显提高，但同时伴有依赖性，果断性显著增强，但带有冲动性；人生观发展特点：大学阶段是形成人生观最重要的时期，还没有像成人那样完全固定下来，具有相当大的可塑性。<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>大学生学习的特点有哪些？<span lang=EN-US>(P60-62)<o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";background:yellow;mso-highlight:yellow'>与中小学学生相比，大学生的学习具有以下特点：</span><span
lang=EN-US style='font-size:7.5pt;background:yellow;mso-highlight:yellow'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";background:yellow;mso-highlight:yellow'>在学习内容上：①专业化程度较高，职业定向性较强。②实践知识丰富，动手能力要求较高；③学科内容具有高层次性、争议性和选择性；在学习方法上：①学习途径多样化；②自学方式日益占有重要地位；③学习的独立性、批判性、自觉性较强。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>大学生学习动机特点，如何提高大学生学习动机？（论述或简答）<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>大学生学习动机的特点</span></b><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>是：（</span><span
lang=EN-US style='font-size:7.5pt'>1</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）学习动机的<span style='background:yellow;mso-highlight:yellow'>多元性</span>，大学生四种主导性学习动机有求知探索的动机、友情交往的动机、成就建树的动机何自尊自主的动机；（</span><span
lang=EN-US style='font-size:7.5pt'>2</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）学习动机的<span style='background:yellow;mso-highlight:yellow'>间接性</span>，比如求知、探索、成就、创造等；（</span><span
lang=EN-US style='font-size:7.5pt'>3</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）学习动机的社会性，比如做一个对社会有贡献的人；（</span><span lang=EN-US
style='font-size:7.5pt'>4</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>）学习动机的职业性（专业化发展）。学习动机的培养是指教育者通过各种途径和手段，把社会和教育向学生提出的学习要求转化为学生内在的需要，即从没有学习需要或很少有学习需要到产生学习需要的过程。学习动机的激发是把已经形成的学习需要充分调动起来，成为学生学习生活中的积极因素。</span><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>可以采用以下途径</span></b><span style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:
"Times New Roman";mso-hansi-font-family:"Times New Roman"'>：</span><span
lang=EN-US style='font-size:7.5pt'>1</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）爱护和引导学生的好奇心，培养学生的学习兴趣和学习需要；①运用灵活多样的教学方法引起学生的学习兴趣②创设问题情景，激发学生的求知欲③进行理想注意和人生观，价值观教育，培养大学生明确的学习目的。</span><span
lang=EN-US style='font-size:7.5pt'>2</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）帮助学生树立恰当的目标，让学生体验成功感和自我价值感；①正确的评价和适当的表扬②指导学生进行正确归因，避免学生产生习得性无助感③适当开展竞赛，培养学生的自尊心和荣誉感。</span><span
lang=EN-US style='font-size:7.5pt'>3</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）利用学习结果的反馈作用，提高学生的学习热情。</span><span lang=EN-US
style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman";
background:yellow;mso-highlight:yellow'>如何激发大学是的学习动机</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";background:yellow;mso-highlight:yellow'>：（</span><span
lang=EN-US style='font-size:7.5pt;background:yellow;mso-highlight:yellow'>1</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";background:yellow;mso-highlight:yellow'>）创设问题情境，实施启发式教学；（</span><span
lang=EN-US style='font-size:7.5pt;background:yellow;mso-highlight:yellow'>2</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";background:yellow;mso-highlight:yellow'>）充分利用反馈信息，妥善进行奖惩；（</span><span
lang=EN-US style='font-size:7.5pt;background:yellow;mso-highlight:yellow'>3</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";background:yellow;mso-highlight:yellow'>）科学组织竞赛，激发学生成功感和责任感；（</span><span
lang=EN-US style='font-size:7.5pt;background:yellow;mso-highlight:yellow'>4</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";background:yellow;mso-highlight:yellow'>）科学设计任务难度，适当控制动机水平；（</span><span
lang=EN-US style='font-size:7.5pt;background:yellow;mso-highlight:yellow'>5</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman";background:yellow;mso-highlight:yellow'>）正确指导结果归因，促使学生继续努力。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><span
lang=EN-US style='font-size:7.5pt'><o:p>&nbsp;</o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>学习分类，加<span class=GramE>涅</span>的学习结果分类，奥苏贝尔学习分类，我国心理学家的学习分类<span
lang=EN-US>.<o:p></o:p></span></span></b></p>

<p class=MsoNormal style='line-height:8.0pt;mso-line-height-rule:exactly'><b><span
style='font-size:7.5pt;font-family:黑体'>学习分类 </span></b><span style='font-size:
7.5pt;mso-bidi-font-size:12.0pt;font-family:宋体'>信号学习、刺激<span lang=EN-US>-</span>反映学习、连锁、语言联结、辨别、概念、规则、解决问题学习<b
style='mso-bidi-font-weight:normal'>。</b><span lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>简述加<span
class=GramE>涅</span>对学习结果的分类，并举例说明</span></b><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>。</span><span style='font-size:7.5pt'> </span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>答：<a name="OLE_LINK1"></a><a
name="OLE_LINK2"><span style='mso-bookmark:OLE_LINK1'>加</span></a><span
class=GramE><span style='mso-bookmark:OLE_LINK2'><span style='mso-bookmark:
OLE_LINK1'>涅</span></span></span><span style='mso-bookmark:OLE_LINK2'><span
style='mso-bookmark:OLE_LINK1'>根据学习结果的不同将学习分为五类：（</span></span></span><span
style='mso-bookmark:OLE_LINK2'><span style='mso-bookmark:OLE_LINK1'><span
lang=EN-US style='font-size:7.5pt'>1</span></span></span><span
style='mso-bookmark:OLE_LINK2'><span style='mso-bookmark:OLE_LINK1'><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>）言语信息的学习</span></span></span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>：即学生掌握的是以言语信息传递（通过言语交往或印刷物的形式）的内容或者学生的学习结果是以言语信息表达出来的。具体表现为陈述观点的能力。比如，对时钟的识别、四季变化的认识；（</span><span
lang=EN-US style='font-size:7.5pt'>2</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）智慧技能的学习：言语信息学习帮助学生解决</span><span lang=EN-US
style='font-size:7.5pt'>“</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>是什么</span><span
lang=EN-US style='font-size:7.5pt'>”</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>的问题，而智慧技能的学习要解决</span><span lang=EN-US style='font-size:
7.5pt'>“</span><span style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:
"Times New Roman";mso-hansi-font-family:"Times New Roman"'>怎么做</span><span
lang=EN-US style='font-size:7.5pt'>”</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>的问题。一般表现为使用符号与环境相互作用的能力；（</span><span lang=EN-US
style='font-size:7.5pt'>3</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>）认知策略的学习：表现为学习者用来调节和控制自己的注意、学习、记忆、思维的能力和问题解决过程的内部组织起来的能力。从学习模式来看，认知策略就是控制过程、激活和改变其他的学习过程，即学习者用来管理他的学习过程的方式；（</span><span
lang=EN-US style='font-size:7.5pt'>4</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）态度的学习：表现为个体对某种事物、人物及事件的选择倾向。例如音乐、跳舞、阅读、爱祖国和关注社会需要等等；（</span><span
lang=EN-US style='font-size:7.5pt'>5</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）运动技能的学习：表现为平稳而流畅、精确而适时的动作操作能力。例如，体操学习、写字技能、作图技能、操作仪器技能。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span lang=EN-US style='font-size:7.5pt'>5 </span></b><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>简述奥苏伯尔关于学习的分类。</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>答：</span><span lang=EN-US
style='font-size:7.5pt'>1978</span><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>年，奥苏伯尔<span
class=GramE>按照按照</span>学习材料的性质及其与学习者知识经验的关系将学生的学习分为有意义学习和机械学习；又按照学习进行的方式将学习分为发现学习与接受学习。（</span><span
lang=EN-US style='font-size:7.5pt'>1</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）<b style='mso-bidi-font-weight:normal'>机械学习</b>是指学习者没有理解新学习材料的意义，新知识不能与原有认知结构中的有关观点联系起来，只能形成文字符号的表面联系。（</span><span
lang=EN-US style='font-size:7.5pt'>2</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）<b style='mso-bidi-font-weight:normal'>有意义学习</b>是指利用原有知识经验理解新学习材料的意义。即新知识与原有认知结构中已有适当观念建立起一种实质性的非人为联系。包括表征学习、概念学习和命题学习（下位、上位和并列结合学习）。（</span><span
lang=EN-US style='font-size:7.5pt'>3</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）<b style='mso-bidi-font-weight:normal'>接受学习</b>是指学生通过老师的讲授接受现成的结论。接受学习的特征是，要学习的内容或多或少是以定论的形式呈现为学习者的，不需要他们任何形式的独立发现。（</span><span
lang=EN-US style='font-size:7.5pt'>4</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）<b style='mso-bidi-font-weight:normal'>发现学习</b>是指学生通过自己独立的探索得出结论。其特征是，学习的主要内容未直接呈现，只呈现有关线索或例证，学习者必须经过一个发现过程，独立的得出结论，找到解决问题的答案。</span><span
style='font-size:7.5pt'> </span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>奥苏伯尔认为，接受学习既可以是机械的，也可以是有意义的。在理解基础上的接受就是有意义的，反之则是机械的。同时，发现学习也存在意义和机械之分。</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>我国学者对学习是如何分类的？</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>（</span><span lang=EN-US
style='font-size:7.5pt'>1</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>）知识的学习；（</span><span
lang=EN-US style='font-size:7.5pt'>2</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）技能的学习（智力技能和动作技能）；（</span><span lang=EN-US style='font-size:
7.5pt'>3</span><span style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:
"Times New Roman";mso-hansi-font-family:"Times New Roman"'>）行为规范的学习。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span lang=EN-US style='font-size:7.5pt'><o:p>&nbsp;</o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>联结派学习理论<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='margin-left:18.0pt;layout-grid-mode:char;mso-layout-grid-align:
none'><span class=GramE><b><span style='font-size:7.5pt;font-family:黑体'>桑代克</span></b></span><b><span
style='font-size:7.5pt;font-family:黑体'>联结说（试误说）、斯金纳（强化理论的运用<span lang=EN-US>P48</span>）<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
class=GramE><b style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>试误说</span></b><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>又</span></span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>称联结说。该学说的首倡者桑代克认为，学习的实质就是刺激情境与反应行为之间的联结，即</span><span
lang=EN-US style='font-size:7.5pt'> S-R </span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>的联结。而联结又是通过不断尝试与减少错误的过程而建立的。<b style='mso-bidi-font-weight:
normal'>强化理论：</b>动机的概念与这样一种原则紧密地连在一起，即过去曾经受过强化的行为比那些没有受过强化或受过惩罚的行为更有可能重复出现。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>认知学习理论<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='margin-left:18.0pt;layout-grid-mode:char;mso-layout-grid-align:
none'><b><span style='font-size:7.5pt;font-family:黑体'>格式塔学派（顿悟说）、布鲁纳认知结构说、奥苏贝尔认知同化论<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>格式塔学派</span></b><b style='mso-bidi-font-weight:
normal'><span style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>顿悟说：</span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>格式塔学派的学习观。认为学习是个体利用本身的智慧与理解力对情境与自身联系的突然领悟（顿悟）的过程，而非有目的尝试</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='line-height:8.0pt;mso-line-height-rule:exactly'><span
lang=EN-US style='font-size:7.5pt;mso-bidi-font-size:12.0pt;font-family:宋体'><o:p>&nbsp;</o:p></span></p>

<p class=MsoNormal style='line-height:8.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;mso-bidi-font-size:
12.0pt;font-family:宋体'>布鲁纳的理论</span></b><span style='font-size:7.5pt;
mso-bidi-font-size:12.0pt;font-family:宋体'>常被称之为认知——发现说或认知——结构论构建良好的认知结构需经过获得、转化、评价三个过程<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='line-height:8.0pt;mso-line-height-rule:exactly'><span
style='font-size:7.5pt;mso-bidi-font-size:12.0pt;font-family:宋体'>任何知识结构都可以用动作、图像、符号三种表象形式来呈现。<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>奥苏伯尔同化论：</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>奥苏伯尔用来解释新知识习得的机制，即认知结构建立和重组的过程的理论，该理论认为，新知识的习得是学习者原有认知结构将某种外部材料接纳、吸收、合并成自身一部分，组织新的认知结构后的过程。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>发现学习、有意义学习<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>发现学习：</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>布鲁纳倡导的一种学习方法。就是让学生独立思考，改组材料，自己发现知识，掌握原理原则的方法。</span><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>有意义学习：</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>指利用原有知识经验理解新学习材料的意义。即新知识与原有认知结构中已有适当观念建立起一种实质性的非人为联系。</span><span
style='font-size:7.5pt'> </span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>如“狗”与头脑中狗的形象联系就是实质性联系，非人为指合理的含逻辑联系。如矩形</span><span
lang=EN-US style='font-size:7.5pt'>=</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>长</span><span lang=EN-US style='font-size:7.5pt'>*</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>高</span><span lang=EN-US
style='font-size:7.5pt'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体;background:yellow;mso-highlight:yellow'>学习伦理的新进展（社会学习理论、信息加工学习理论、构建主义学习理论）</span></b><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体;background:yellow;mso-highlight:yellow'>班杜拉社会学习理论</span></b><b><span
style='font-size:7.5pt;font-family:黑体'>（简答或论述）</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>班杜拉的社会学习理论又称观察学习理论，主要观点有：（<span
lang=EN-US>1</span>）个体、环境和行为这三者是相互联系的一个系统，一般而言，三者<span lang=EN-US>“</span>你中有我，我中有你<span
lang=EN-US>”</span>，三者的关系是交互决定的。（<span lang=EN-US>2</span>）人类不仅可以通过直接的经验产生学习，而且还可以通过观察他人即榜样的行为而产生学习，获得间接经验。（<span
lang=EN-US>3</span>）观察学习受到一系列的相互联系的心理过程的支配，具体讲，包括注意、保持、动作 复现与动机这四个子过程。<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:宋体;background:yellow;mso-highlight:yellow'>观察学习：</span></b><span
style='font-size:7.5pt;font-family:宋体;background:yellow;mso-highlight:yellow;
mso-bidi-font-weight:bold'>是通过观察他人所表现的行为及其结果而发生的替代性学习。观察学习包括注意过程、保持过程、运动再现过程和动机过程四个子过程。</span><span
lang=EN-US style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
lang=EN-US style='font-size:7.5pt'><o:p>&nbsp;</o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体;background:yellow;mso-highlight:yellow'>学习的基本理论：每种学派理论的观点（学习的实质、学习的条件、学习的过程、学习的结果）</span></b><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p>&nbsp;</o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>成就动机理论 </span></b><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>是由心理学家（麦克里兰）提出的。成就动机：是在人的成就需求的基础上产生的，它是激励个体乐于从事自己认为重要的或有价值的工作，并力求获得成功的一种内在驱动力。<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>强化动机理论</span></b><span style='font-size:
7.5pt;font-family:宋体;mso-bidi-font-weight:bold'> 就其主要倾向来说是<span
style='background:yellow;mso-highlight:yellow'>联结派的学习动机理论</span>。他们不仅用强化、<span
lang=EN-US>S-R</span>的公式来解释个体行为的获得，认为在刺激和反应之间不存在任何中介过程或中介变量，因而否定从内部去寻找行为的动力，他们把个人行为的积极性也看作是由外界刺激引起的一种对行为的冲动力量，也用强化来解释行为动机的引起和动机的作用。<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
lang=EN-US style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'><o:p>&nbsp;</o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>如何利用成就动机理论来激发学生的学习动机？<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;mso-bidi-font-size:
12.0pt;font-family:宋体'>成就动机理论是人们在完成任务时力求获得成功的内部动因。即一个人对自己认为重要的有价值的事情愿意去做，并努力获得成功的一种内在推动力量。</span></b><span
style='font-size:7.5pt;mso-bidi-font-size:12.0pt;font-family:宋体'>个体的成就动机的分类：力求成功的动机；避免失败的动机。在教育实践中对力求成功者，应该公国给予新颖且具有一定难度的任务，安排竞争的情境，严格评定分数等方式来激起其学习动机；而对于避免失败者，要安排较少竞争或竞争性不强的情境，如果取得成功则要及时表扬给予强化，评定分数时要求稍稍放宽些，并尽量避免在公众场合下指责其错误。</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p>&nbsp;</o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>如何提高学生的自我效能感？<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>自我效能感是指个人根据以往的经验，对某一特定工作或任务，经多次<span
style='background:yellow;mso-highlight:yellow'>成败</span>的历练后，确信自己有能力成功处理的主观判断。自我效能感在学习活动主要具有</span><b><span
style='font-size:7.5pt;font-family:黑体'>四大功能</span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>：（</span><span lang=EN-US style='font-size:7.5pt'>1</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>）决定人们对学习活动的选择及对学习活动的坚持性；（</span><span
lang=EN-US style='font-size:7.5pt'>2</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）影响人们对学习困难的态度；（</span><span lang=EN-US style='font-size:
7.5pt'>3</span><span style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:
"Times New Roman";mso-hansi-font-family:"Times New Roman"'>）影响新行为的获得和习得行为的表现；（</span><span
lang=EN-US style='font-size:7.5pt'>4</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）影响学习时的情绪状态。</span><b style='mso-bidi-font-weight:normal'><span
lang=EN-US style='font-size:7.5pt'><o:p></o:p></span></b></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><b><span
style='font-size:7.5pt;font-family:黑体'>影响</span></b><span style='font-size:
7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>大学生自我效能感的</span><b><span style='font-size:7.5pt;font-family:
黑体'>因素</span></b><span style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:
"Times New Roman";mso-hansi-font-family:"Times New Roman"'>有（</span><span
lang=EN-US style='font-size:7.5pt'>1</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）直接经验，即自身以往从事同类工作时的成败经验；（</span><span lang=EN-US
style='font-size:7.5pt'>2</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>）间接经验，由观察学习间接的别人的经验；（</span><span
lang=EN-US style='font-size:7.5pt'>3</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）书本知识或别人意见，指由阅读或与他人交往获得的经验；（</span><span lang=EN-US
style='font-size:7.5pt'>4</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>）身心状况、情感的激发等。班杜拉也指出，影响自我效能感最主要因素是个体自身行为的成败经验，同时，归因也直接影响到自我效能感的形成。</span><b><span
style='font-size:7.5pt;font-family:黑体'>提高大学生的自我效能感的途径有：</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>（</span><span lang=EN-US
style='font-size:7.5pt'>1</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>）培养有关技能；（</span><span
lang=EN-US style='font-size:7.5pt'>2</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）发展敢于尝试的精神；（</span><span lang=EN-US style='font-size:7.5pt'>3</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>）获得成功经验；（</span><span lang=EN-US
style='font-size:7.5pt'>4</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>）获得反馈；（</span><span
lang=EN-US style='font-size:7.5pt'>5</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）观察他人成功范例；（</span><span lang=EN-US style='font-size:7.5pt'>6</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>）受到鼓励；（</span><span lang=EN-US
style='font-size:7.5pt'>7</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>）营造宽松氛围，减少焦虑。</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体;background:yellow;mso-highlight:yellow'>替代性强化：</span></b><span
style='font-size:7.5pt;font-family:黑体;background:yellow;mso-highlight:yellow'>通过一定的榜样来强化相应的学习行为或学习行为倾向。</span><b
style='mso-bidi-font-weight:normal'><span lang=EN-US style='font-size:7.5pt;
font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span lang=EN-US style='font-size:7.5pt;
font-family:黑体'><o:p>&nbsp;</o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>如何促进大学生的学习迁移？<span lang=EN-US>P96-101</span>（论述或简答）<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>（<span
lang=EN-US>1</span>）精选教材内容，加强基本概念与原理的教学。 （<span lang=EN-US>2</span>）合理组织和呈现教学内容。①按照从一般到个别、逐渐分化的原则组织和呈现教学内容；②按照综合贯通的原则组织和呈现教学内容，以增强知识的横向联系；③按照程序化的原则组织和呈现教学内容，确保从已知到未知。适合学生能力水平的最佳结构的教材能有效促进学生的学习迁移。
（<span lang=EN-US>3</span>）教会学生学会学习。教学<span class=GramE>生必要</span>的学习方法，可以从根本上改善迁移能力，提高学习和教案的效率。
（<span lang=EN-US>4</span>）引导学生加强练习。促使学生学会在不同的情境中实现学习迁移。<span lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>程序性知识学习过程与条件<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>学习过程</span></b><span style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:
bold'>：三阶段。⑴陈述性知识学习，即学习规则法则的阶段，也可理解为认阶段。程序性知识学习的表征是产生式系统，是“如果<span lang=EN-US>/</span>则”的形式，
“如果”部分是行动的条件， “则”部分是应进行的活动。⑵通过变式练习，促使陈述性知识学习的规则转化产生式系统，也可理解为转化阶段。 变<span
class=GramE>式联系</span>是陈述性知识学习向程序性知识学习转化的关键。变式就是用不同的事例或直观材料说明事物的本质属性，即变换同类事物的非本质特征，以突出本质特征，也就是指概念或规则的肯定例证在无关特征方面的变化。⑶经过大量的变式练习，达到规则应用的相对自动化程度，又称自动化阶段。经过变式练习，正反例练习，命题规则转化为产生式系统。由此可见程序性知识学习的基本特点是：①以陈述性知识学习为基础。②变<span
class=GramE>式联系</span>是陈述性知识学习向程序性知识学习转化的关键。③能运用规则解决新问题才是程序性知识学习获得的标志，即获得了按规则解决问题的能力。</span><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>条件 </span></b><span style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:
bold'>程序性知识学习除了必须具备相应陈述性知识学习条件外，还要求更高的条件：①内部条件，学生必须具备相应的陈述性知识，即相应的规则。②外部条件，大量的变式练习，正反例联系，多次从不同角度不同途径应用规则解决问题。<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>陈述性知识学习过程与条件<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>（此题目包括奥苏伯尔的三种同化模式、记忆过程、艾宾浩斯遗忘曲线、前摄抑制与倒摄抑制）</span><b><span
style='font-size:7.5pt;font-family:黑体'>学习过程</span></b><span style='font-size:
7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>：三个阶段。⑴陈述性知识学习习得阶段。 （陈述性知识的习得就是在学生头脑中建立命题网络（认知结构）的过程。著名认知心理学家奥苏伯尔用“同化”理论解释了新知识习得的机制，即认知建立和重组的过程，这一理论解释了陈述性知识的心理机制。
奥苏伯尔的三种同化模式：①下位学习（类属学习）新知识处于原有的观念的下位，新知识与旧知识构成类属关系，学习时将新知识归属到认知结构中远有上位观念或命题之下，从而获得新的意义。按新观念对原有的观念影响大小，又可以把下位学习的新知识是原有观念的一个下位例证，同化后上位观念本质属性不变。相关下位学习指新知识是原有观念下位，但同化后上位观念的本质得到扩展或修订。②上位学习（包括学习）
，新知识是原有的上位概念或命题，具有较高的概括水平。上位学习是一个去掉下位概念或命题中的非本质特征，抽出其本质特征的概括过程。③并列结合学习（组合学习） ，新知识和原有观念有共同的上位概念，呈现并列关系，但彼此不能替代。
）⑵陈述性知识保持巩固阶段。 （①记忆及其加工阶段。陈述性知识习得以后，即学生原有认知结构发生改组与重建、新的认知结构建立之后，必须巩固下来，保持下来，这一心理过程就是记忆过程。记忆是对记忆的材料识记，保持，再认或回忆的过程，是人脑对外界信息进行编码，储存和提取的过程。根据编码的不同及信息在头脑保持时间长短，把记忆过程分三个阶段：瞬时记忆、短时记忆、长时记忆。②知识的遗忘及其主要理论。当记忆内容不能回忆或回忆错误就是遗忘。德国心理学家艾宾浩斯对以往的进程做了经典的实验研究
艾宾浩斯遗忘曲线，结果表明遗忘进程先快后慢，根据此绘图，呈现出遗忘曲线。关于遗忘的原因， 有不同的理论来解释， 其中影响较大的遗忘理论是：<span
lang=EN-US> a</span>，衰退论。认为识记时大脑会留下痕迹，痕迹如不加深就会消退，记忆痕迹随时间推移而消退，表现为遗忘。<span
lang=EN-US>b</span>，干扰说。认为遗忘是由于在记忆中受到其他信息材料的干扰所致。 按干扰作用的材料的位置不同，可以分为 前摄抑制与倒摄抑制。<b>前摄抑制</b>指先前记忆的材料对后继材料干扰；<b>倒摄抑制</b>指后继材料对先前材料的干扰。在记忆一段较长的材料时，中间部分由于同时受两种抑制的影响，最易遗忘。这就是记忆的系列位置效应。<span
lang=EN-US>c</span>，检索困难说。认为遗忘是由于存储在长时记忆中的信息没有组织好，缺乏线索，提取困难所致。<span lang=EN-US>d,</span>同化说。奥苏伯尔的同化论认为，有意义的学习是新的完整的认知结构建立，认知结构中上位概念或命题可以替代下位概念，而记忆中经常是记住上位概念而忘记下位概念，这在认知结构简化过程中是自然产生的，由于记忆的空间有限，因而这是有利于学习的积极性遗忘；但如果认知结构建立的混乱不完整时，则可能以下位概念代替上位概念，以旧观念代替新观念，造成知识的损失，是应该避免的消极性遗忘。从积极性遗忘的角度看，同化论认为遗忘是知识的组织与认知结构简化的过程）
。⑶陈述性知识提取运用阶段。 （陈述性知识在获得与保持之后，要测评学习效果，运用<span class=GramE>该知识</span>解决实际问题，或进行新的学习，这就需要把<span
class=GramE>该知识</span>从大脑的中提取出来。在提取信息时候要注意：①根据需要提取信息。②利用线索，提取知识。 ）<span
lang=EN-US>( </span>补充<span lang=EN-US>: </span></span><b><span
style='font-size:7.5pt;font-family:黑体'>艾宾浩斯遗忘曲线</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>艾宾浩斯是对机械学习<span
lang=EN-US>,</span>无意义的音节为识记材料进行研究<span lang=EN-US>.</span>友谊<span class=GramE>仪学习</span>材料的遗忘曲线虽然其进程也是先快后慢<span
lang=EN-US>,</span>但保持量不同<span lang=EN-US>.</span>记忆材料的性质不同<span lang=EN-US>,</span>有不同的以往特点<span
lang=EN-US>,</span>机械的材料因为无法建立良好的认知结构， 所以会迅速遗忘<span lang=EN-US>;</span>而有意义材料能够有认知同化<span
lang=EN-US>,</span>组成良好的认知结构<span lang=EN-US>,</span>所以不易遗忘<span lang=EN-US>.)<o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>学习条件</span></b><span style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:
bold'>⑴内部条件。①原有的知识储备。学生头脑中原有的认知结构要有同化点，以同化新知识。新知识必须是学生已有的命题网络能够同化的。②学生要有主动学习加工的心向。学生必须积极主动地将新材料同化到原有的认知结构中，使新旧知识发生相互作用，才能建立新的认知结构。⑵外部条件。①学习材料本身具有逻辑联系，新知识和旧知识有逻辑联系，才能组成新的完整精确的认知结构。②新知识要以一定方式呈现。要引起学生注意，激活学生头脑中原有的命题网络，激活原有认知结构中的相关命题，就易于同化新知识联系教学实际对大学生某一类知识的学习进行指导<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>有意义学习的条件？（简答）<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>答：奥苏伯尔根据学习材料与学习者原有认知结构的关系把学习分为机械学习和有意义学习，他认为学校中学生的学习就是有意义学习。而有意义学习必须具备三个条件，①学习材料本身必须是有逻辑意义的；②学习者认知结构中具有同化新材料的适当知识基础；③学习者必须具有<span
class=GramE>有</span>意义学习的心向<span lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span lang=EN-US style='font-size:7.5pt;
font-family:黑体'><o:p>&nbsp;</o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>联系实际，论述创造性思维包括那些成分？<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>创造性思维：是重新组织已有的知识经验，提出新的方案或程序，并创造出新思维成果的思维活动。创造性思维是发散思维与聚合思维的统一，发散思维的三个特征：流畅性、变通性、独特性。聚合思维的特征：求同，也称为求同思维。</span><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>创造性思维的构成包括：</span></b><span style='font-size:7.5pt;font-family:宋体;
mso-bidi-font-weight:bold'>直觉思维与分析思维相结合，辐合思维与发散思维相结合，抽象思维与形象思维相结合，再造想象基础上的创造想象<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
lang=EN-US style='font-size:7.5pt;font-family:宋体;color:red;mso-bidi-font-weight:
bold'><o:p>&nbsp;</o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>怎样培养大学生的创造性思维？<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>从思维发展的类型与阶段来看，</span><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>大学生思维的特点</span></b><span style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:
bold'>已经由青年初期的思维形式向青年中期的思维过渡，其特点表现在以下几个方面：（<span lang=EN-US>1</span>）通过假设和理论观念进行思维；（<span
lang=EN-US>2</span>）思维更加全面、灵活、有预计性；（<span lang=EN-US>3</span>）思维发展的形式化与命题性；（<span
lang=EN-US>4</span>）思维成为自己活动的对象；（<span lang=EN-US>5</span>）青年的思维更注重未来。教师在课堂教学中</span><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>培养大学生创造性思维的方法</span></b><span style='font-size:7.5pt;font-family:宋体;
mso-bidi-font-weight:bold'>包括有发现法、问题教学法以及大脑风暴法。发现法是一种以学生的学习为主要活动的教学方法；问题教学法是指教师针对学生在生活、活动中遇到的困难和提出的问题，帮助他们分析，寻求假设，进行实验，以求解决问题的一种教学方法；大脑风暴法的核心思想是把产生想法和评价这种想法区分开，其目的是以集思广益的方式，在一定时间内采用极迅速的联想作用，大量产生多种主意。在培养大学生的创造性人格和创新精神方面，教师要坚持一个总的原则，即要尊重学生独特的思维方式，要支持学生的首创精神，对学生的新见解、新设想、新方案，肯定其积极价值，不能斥之以<span
lang=EN-US>“</span>怪<span lang=EN-US>”</span>、<span lang=EN-US>“</span>捣乱<span
lang=EN-US>”</span>。教师尊重与鼓励学生创造性思维的主要原则：尊重与众不同的疑问；尊重与众不同的观点；向学生说明他的观点是有价值的；给以不计其数的学习机会；使评价与前因后果联系起来。大学生已有较高的思维水平和创造力，大学教育中要着重注意：培养创新意识、激发创新热情、磨砺创新意志、优化创新品格。<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
lang=EN-US style='font-size:7.5pt;font-family:宋体;color:red;mso-bidi-font-weight:
bold'><o:p>&nbsp;</o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>根据所任教学科的特点，试论<span class=GramE>述如何</span>提高大学生解决问题的能力（<span lang=EN-US>p152</span>）<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>1</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>一般问题解决能力的训练：</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>1</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）识别问题与条件，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>2</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）界定目标，表征问题，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>3</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）探索可能的问题解决方案，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>4</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）预测结果并实施方案，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>5</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）提供解决问题的机会并给予反馈；</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>2</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>问题解决策略的训练：</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>1</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）手段</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>-</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>目的分析法，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>2</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）爬山法，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>3</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）逆推法，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>4</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）联想法，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>5</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）类比法；</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>3 </span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>问题解决原则的训练；</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>4 </span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>问题解决过程的训练：</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>1</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）在解决问题之前，要帮助学生真正理解题意，分析问题，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>2</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）在解决问题的过程中，要帮助学生真正思考问题，提出建议，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>3</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）在问题解决之后，要帮助学生真正反思问题，总结经验；</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>5 </span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>培养学生迁移与运用知识的习惯；</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>6 </span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>搭建学生合理的知识结构：</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>1</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）具有高度准确、着眼于联系的概念，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>2</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）具有双重知识结构，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>3</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）具有大容量的知识功能单位，</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>4</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）具有大量程序性而不是陈述性的知识</span><b
style='mso-bidi-font-weight:normal'><span lang=EN-US style='font-size:7.5pt;
font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>教学<span class=GramE>效能感对高校</span>教师行为有哪些影响？（<span
lang=EN-US>p289)<o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>影响教师工作的努力程度；影响教师的工作经验总结和进一步提高；影响教师在工作中的情绪；学生的自我效能感、学习成绩等都会受到教师教学效能感的影响。</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>高校教师的心理品质（人格结构）包括哪些内容？<span lang=EN-US>(p290)<o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
lang=EN-US style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>1</span><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>）动机结构以强烈而稳定的教育成就动机为主；<span
lang=EN-US>2</span>）有强烈的责任心；<span lang=EN-US>3</span>）有正确开放的教育思想体系；<span
lang=EN-US>4</span>）有真挚深厚的爱的情感；<span lang=EN-US>5</span>）具有坚强的意志；<span
lang=EN-US>6</span>）有与教师工作相适应的性给、气质特征；<span lang=EN-US>7</span>）有高水平的自我意识；<span
lang=EN-US>8</span>）具有崇高的品德和正确的人生观；<span lang=EN-US>9</span>）具有职业特色的兴趣和价值观；<span
lang=EN-US>10</span>）富有创新精神<span lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>如何树立教师威信？（<span lang=EN-US>P300</span>）<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='line-height:8.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;mso-bidi-font-size:
12.0pt;font-family:宋体'>教师的威信</span></b><span style='font-size:7.5pt;mso-bidi-font-size:
12.0pt;font-family:宋体'>：是学生接受教育的基础和前期，是有效影响学生的重要条件<span lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='line-height:8.0pt;mso-line-height-rule:exactly'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
宋体'>教师威信的获得：</span></b><span lang=EN-US style='font-size:7.5pt;font-family:
宋体'>1</span><span style='font-size:7.5pt;font-family:宋体'>具备良好的教育教学意识和心理结构是教师获得威信的基本条件；<span
lang=EN-US>2</span>、加强教师的仪表、语言、表情、举止、生活作风和习惯的<span class=GramE>整饰</span>，对威信的获得有重要影响；<span
lang=EN-US>3</span>、留下美好的第一印象是教师获得威信的一条途径；<span lang=EN-US>4</span>、教师要善于利用自然威信来形成个人威信<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p>&nbsp;</o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>新手与专家在教学中有哪些差异？<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>（</span><span lang=EN-US
style='font-size:7.5pt'>1</span><span style='font-size:7.5pt;font-family:宋体;
mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:"Times New Roman"'>）课时计划的差异；（</span><span
lang=EN-US style='font-size:7.5pt'>2</span><span style='font-size:7.5pt;
font-family:宋体;mso-ascii-font-family:"Times New Roman";mso-hansi-font-family:
"Times New Roman"'>）课堂过程的差异；（</span><span lang=EN-US style='font-size:7.5pt'>3</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:"Times New Roman";
mso-hansi-font-family:"Times New Roman"'>）课后评价的差异。</span><b><span lang=EN-US
style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>教学反思有何作用？如何进行教学反思？<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>教师反思是指教师以自己的教学活动过程为思考对象，来对自己所做出的行为、决策以及由此产生的结果进行审视和分析的过程。<span
lang=EN-US>1</span>、进行教学反思有助于教师逐步培养和发展自己对教学实践的判断、思考和分析能力，从而为进一步深化自己的实践性知识，直至形成比较系统的教育教学理论提供了有效的途径；<span
lang=EN-US>2</span>、进行教学反思能够充分激发教师的教学积极性和创造性，并为其专业发展提供机会和条件。教学反思是一种有益的思维活动和再学习活动；也是回顾教学<span
lang=EN-US>——</span>分析成败<span lang=EN-US>——</span>查找原因<span lang=EN-US>——</span>寻求对策<span
lang=EN-US>——</span>以利后行的过程。教学反思可以进一步地激发教师终身学习的自觉冲动，不断的反思会不断地发现困惑，<span
lang=EN-US>“</span>教然后而知困<span lang=EN-US>”</span>，从而促使自己拜师求教，提升自身的教学水平等。教学反思的方法：反思日记、详细描述、实际讨论、行动研究<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>布鲁纳认知结构论：认知结构及特点<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>广义的认知结构指个体头脑中全部的观念及其组织；狭义的认知结构指个体在某一特定知识领域内的观念及其组织。认知结<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>构是按抽象概括程度依层次组织的，处在结构上层的叫上位概念，处在结构下层的叫下位概念，不同层次的观念形成复杂的网状结构。<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>加<span class=GramE>涅</span>信息加工模型八阶段<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>加<span
class=GramE>涅</span>认为学习过程就是信息的接收和使用过程。教师是教学活动的设计者和管理者，也是学生学习效果的评定者。一个完整的学习过程是由八个阶段的系列所组成的，包括动机产生阶段、领会阶段、习得阶段、保持阶段、回忆阶段、概括阶段、作业阶段和反馈阶段，并且相应地提出了八个教学事件，即激发动机、告知目标、指导注意、刺激回忆、提供指导、增强保持、促进学迁移、让学生做作业提供反馈。<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
lang=EN-US style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'><o:p>&nbsp;</o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体;background:yellow;mso-highlight:yellow'>学生的学习是有意义的接受学习</span></b><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p>&nbsp;</o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体;background:yellow;mso-highlight:yellow'>学习动机与学习关系</span></b><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p>&nbsp;</o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>归因理论（简答或论述）<span style='background:yellow;
mso-highlight:yellow'>（属于学习动机理论，对行为结果的归因）</span><span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>维纳的归因理论内容 ：美国心理学家维纳认为，人们在对自己和他人的行为进行归因时，常常将其归结为能力高低、努力程度、任务难度和运气好坏等，<span
style='background:yellow;mso-highlight:yellow'>他把归因分为<span lang=EN-US>3</span>个维度：<span
class=GramE>内在性维度</span>（内在因素和外在因素）、稳定性维度（稳定性因素和不稳定因素）、可控性维度（可控因素和不可控因素）。</span><span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>维纳认为，个体的归因倾向会影响未来活动的选择、坚持性和动机强度。如果一个人把失败归结为不稳定的和<span
class=GramE>可</span>控制的原因，那么他就有可能在失败的情况下坚持努力，并相信将来一定能取得成功，显然这是一种积极的归因，反之，如果一个人把失败归结为稳定的和不可控制的原因，那么他就不会相信自己能改变现状，再也不会努力学习了，显然这是一种<span
style='background:yellow;mso-highlight:yellow'>消极</span>的归因。 由于努力的程度可以受到个人意志的控制，因此学生把学习的是失败归因于努力不够时就会增强进一步学习的动机。研究还发现，习得性无助感产生后，人的行为积极性降低，消极被动，对什么都不感兴趣，认知出现障碍，学习困难，情绪失调，冷淡，悲观，抑郁。在教学中的意义：维纳的归因理论明确的阐述了学生对自己的行为成败的认知和归因对学习积极性的重要作用。在具体的教学中要教会学生形成学习的内在动机和正确的认识失败，应对失败，不屈服于环境的影响并形成自我意识系统，对于培养学生完整的人格和优良的心理品质具有重要的意义。<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;background:yellow;mso-highlight:yellow;
mso-bidi-font-weight:bold'>教师应指导学生进行成败归因。一方面，要引导学生找出成功或失败的真正原因；另一方面，教师应根据每个学生过去一贯的成绩的优劣差异，从有利于今后学习的角度进行归因，哪怕这时的归因并不真实。一般而言，归因于主观努力的方面是有利的。</span><span
lang=EN-US style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'><o:p></o:p></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span lang=EN-US style='font-size:7.5pt;
font-family:黑体'><o:p>&nbsp;</o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>遗忘规律及启示、遗忘理论<span lang=EN-US>(</span>选择）（简答）<span
lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>②知识的遗忘及其主要理论。当记忆内容不能回忆或回忆错误就是遗忘。德国心理学家艾宾浩斯对以往的进程做了经典的实验研究
艾宾浩斯遗忘曲线，结果表明遗忘进程先快后慢，根据此绘图，呈现出遗忘曲线。关于遗忘的原因， 有不同的理论来解释， 其中影响较大的遗忘理论是：<span
lang=EN-US> a</span>，衰退论。认为识记时大脑会留下痕迹，痕迹如不加深就会消退，记忆痕迹随时间推移而消退，表现为遗忘。<span
lang=EN-US>b</span>，干扰说。认为遗忘是由于在记忆中受到其他信息材料的干扰所致。 按干扰作用的材料的位置不同，可以分为 前摄抑制与倒摄抑制。前摄抑制指先前记忆的材料对后继材料干扰；倒摄抑制指后继材料对先前材料的干扰。在记忆一段较长的材料时，中间部分由于同时受两种抑制的影响，最易遗忘。这就是记忆的系列位置效应。<span
lang=EN-US>c</span>，检索困难说。认为遗忘是由于存储在长时记忆中的信息没有组织好，缺乏线索，提取困难所致。<span lang=EN-US>d,</span>同化说。奥苏伯尔的同化论认为，有意义的学习是新的完整的认知结构建立，认知结构中上位概念或命题可以替代下位概念，而记忆中经常是记住上位概念而忘记下位概念，这在认知结构简化过程中是自然产生的，由于记忆的空间有限，因而这是有利于学习的积极性遗忘；但如果认知结构建立的混乱不完整时，则可能以下位概念代替上位概念，以旧观念代替新观念，造成知识的损失，是应该避免的消极性遗忘。从积极性遗忘的角度看，同化论认为遗忘是知识的组织与认知结构简化的过程）</span><b><span
style='font-size:7.5pt;font-family:黑体'>艾宾浩斯遗忘曲线</span></b><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>艾宾浩斯是对机械学习<span
lang=EN-US>,</span>无意义的音节为识记材料进行研究<span lang=EN-US>.</span>友谊<span class=GramE>仪学习</span>材料的遗忘曲线虽然其进程也是先快后慢<span
lang=EN-US>,</span>但保持量不同<span lang=EN-US>.</span>记忆材料的性质不同<span lang=EN-US>,</span>有不同的以往特点<span
lang=EN-US>,</span>机械的材料因为无法建立良好的认知结构， 所以会迅速遗忘<span lang=EN-US>;</span>而有意义材料能够有认知同化<span
lang=EN-US>,</span>组成良好的认知结构<span lang=EN-US>,</span>所以不易遗忘</span><b><span
lang=EN-US style='font-size:7.5pt;font-family:黑体'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b><span
style='font-size:7.5pt;font-family:黑体'>知识习得规律在教学中的运用<span lang=EN-US>(</span>简答<span
lang=EN-US>)<o:p></o:p></span></span></b></p>

<p class=MsoNormal style='line-height:9.0pt;mso-line-height-rule:exactly'><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>运用知识习得规律在教学中促进学生学习：（</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>1</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）根据三类知识习得规律确定教学目标；（</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>2</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）根据三类知识习得规律安排教学步骤；（</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>3</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）根据三类知识学习的条件，采用多种教学方法。陈述性知识学习，布置学生课前预习，新知识讲授前用提问复习旧知识，以加强新旧知识的联系。程序性知识学习，精心设计变式，精选正反例，使学生顺利学习程序性知识。策略性知识学习，可用发现法、观察法、模仿法、有指导参与法等；（</span><span
lang=EN-US style='font-size:7.5pt;font-family:"Helvetica",sans-serif'>4</span><span
style='font-size:7.5pt;font-family:宋体;mso-ascii-font-family:Helvetica;
mso-hansi-font-family:Helvetica;mso-bidi-font-family:Helvetica'>）根据学生年龄特征进行教学。</span><b
style='mso-bidi-font-weight:normal'><span lang=EN-US style='font-size:5.0pt'><o:p></o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span lang=EN-US style='font-size:7.5pt;
font-family:黑体'><o:p>&nbsp;</o:p></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><b
style='mso-bidi-font-weight:normal'><span style='font-size:7.5pt;font-family:
黑体'>如何培养大学生创造性？（论述或简答）<span lang=EN-US><o:p></o:p></span></span></b></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>在高等教育活动中，教学是培养大学生创造性的主渠道。第一、完善创造性认知结构。<span
lang=EN-US>1</span>）帮助学生获取有关领域的知识。教师在实际教学中，必须加强学生对学科知识的学习、理解、运用，而不是满足于得高分。要注意培养学生对学科知识的探索态度，这是培养创造性的基础。<span
lang=EN-US>2</span>）有意识传授创造技法。教师要注意让学生掌握一些有利于创造性思维的技巧。教师可以根据学生<span lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>的不同情况，有选择地加以传授。<span
lang=EN-US>3</span>）协助发展自我管理的技巧。教师要培养学生的创造性还要培养他们自我管理的技巧，帮助学生分析他们的优缺点，特别是要引导培养他们的自我分析能力；另外教师也要教会学生合理管理自己的时间。第二、激发创造性动机。造性动机是学生创造能力发展的必要条件。<span
lang=EN-US>1</span>） 确立目标和意图。教师通过训练可以使学生明确创造目标和意图。 教学中， 必须注意增强学生培养自己创造性的信心。<span
lang=EN-US> 2</span>）激发好奇与探索。激发学生好奇心有三种方法：训练学生多观察；教师应对世界充满好奇， 并在教学中有意识地培养学生的好奇心；引导学生对世界和存在进行深入思考。<span
lang=EN-US>3</span>） 鼓励自我竞争。教师<span lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
style='font-size:7.5pt;font-family:宋体;mso-bidi-font-weight:bold'>必须要使学生理解掌握取向动机和结果取向动机之间的差别，并从自我竞争中获得创造活动的动力。第三、塑造创造性人格。<span
lang=EN-US>1</span>）树立学生的自信心。教师在教学实践中要注意抓住适当机会给予学生表扬和鼓励，但又要注意把握尺度。<span
lang=EN-US>2</span>）确立创造的 信念。教师要让学生相信创造性通过努力是可以充分发挥出来的， 并且创造能力的发展和发挥是自己的责任。第四、创设创造性环境。良好的教育环境是学生创造性发展的外部条件。<span
lang=EN-US>1</span>） 要给学生提供心理的安全和自由。教师在教学中态度要民主，鼓励和支持学生发表不同的意见，鼓励学生积极探索、尝试以不寻常的方式去理解和解决问题。<span
lang=EN-US>2</span>） 给学生的学习留有余地。教师在教学中应注意改进教学和评价方式，给学生创造较为宽松的学习环境，使学生有时间、有机会从事自己想干的事情。<span
lang=EN-US><o:p></o:p></span></span></p>

<p class=MsoNormal style='layout-grid-mode:char;mso-layout-grid-align:none'><span
lang=EN-US style='font-size:7.5pt'><o:p>&nbsp;</o:p></span></p>

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